36.2419, Reviews: The Handbook of Plurilingual and Intercultural Language Learning: Christiane Fäcke, Xuesong (Andy) Gao, Paula Garrett-Rucks (eds.) (2025)

[The LINGUIST List]

LINGUIST List: Vol-36-2419. Thu Aug 14 2025. ISSN: 1069 - 4875.

Subject: 36.2419, Reviews: The Handbook of Plurilingual and Intercultural Language Learning: Christiane Fäcke, Xuesong (Andy) Gao, Paula Garrett-Rucks (eds.) (2025)

Moderator: Steven Moran (linguist at linguistlist.org)
Managing Editor: Valeriia Vyshnevetska
Team: Helen Aristar-Dry, Mara Baccaro, Daniel Swanson
Jobs: jobs at linguistlist.org | Conferences: callconf at linguistlist.org | Pubs: pubs at linguistlist.org

Homepage: http://linguistlist.org

Editor for this issue: Helen Aristar-Dry <hdry at linguistlist.org>

================================================================


Date: 14-Aug-2025
From: Ha Nguyen [thuha at hawaii.edu]
Subject: Applied Linguistics: Christiane Fäcke, Xuesong (Andy) Gao, Paula Garrett-Rucks (eds.) (2025)


Book announced at https://linguistlist.org/issues/36-772

Title: The Handbook of Plurilingual and Intercultural Language
Learning
Series Title: Blackwell Handbooks in Linguistics
Publication Year: 2025

Publisher: Wiley
           http://www.wiley.com
Book URL:
https://www.wiley.com/en-us/The+Handbook+of+Plurilingual+and+Intercultural+Language+Learning-p-9781394165940

Editor(s): Christiane Fäcke, Xuesong (Andy) Gao, Paula Garrett-Rucks

Reviewer: Ha Nguyen

SUMMARY
The Handbook of Plurilingual and Intercultural Language Learning
consists of 37 chapters edited by Christiane Fäcke, Xuesong (Andy)
Gao, and Paula Garrett-Ruckes. It discusses both theoretical and
practical issues in intercultural and plurilingual language learning
across contexts (mostly US and EU with some representations from the
Global South). The book is divided into four main sections. Section 1
(Chapters 1-15) deals with fundamentals of intercultural and
plurilingual learning. Section 2 (Chapters 16-27) focuses on
pedagogical concepts in intercultural and plurilingual learning while
section 3 (Chapters 28-34) covers learning and teaching approaches.
Finally, Section 4 (Chapters 35-37) explores diachronic aspects. Each
chapter discusses a relevant body of research and ends by suggesting
directions for future studies.
The introduction sets the stage by defining key terms, most
importantly the notions of multilingualism, plurilingualism, culture
and prefixes such as multi-, inter-, trans-, pluri-, which I find
helpful. Below I provide summaries for 37 chapters in the book.
Chapter 1, Identity, Diversity, Equity, and Inclusion by Michele Back
outlines the benefits ofplurilingual practices to promote diversity,
equity and inclusion including “fostering positive identities”,
“encouraging exploration of identity” and having greater “linguistic
freedom.” Challenges to implementing plurilingual pedagogies include
teachers’ own beliefs and ideologies. This requires teachers to
critically reflect on their identities and the issues of power. The
author calls for more research on identity and critical approaches. It
is also crucial to look at language instruction in general, not just
English-medium instruction.
Chapter 2 From Multiculturalism to Social Justice: Implications for
Language Education in the United States and Canada by Ryuko Kubota
discusses the development of critical multicultural education and
justice-oriented education in North America. Kubota advocates for
engaging with “multiple forms of diversity” (including multiple
identities), questioning the power asymmetry between groups of people,
and acting toward change.
Chapter 3 Intercultural Competence by Nemouchi and Byram seeks to
define intercultural competence (IC) and intercultural communicative
competence (ICC). The authors also discuss the impact of ICC theory on
policy in different contexts focusing on both Global North and Global
South perspectives.
Chapter 4 Critical Interculturality in Language Learning:
Plurilingualism for Problematizing and Enriching the Notion by Fred
Dervin highlights the multifaceted nature of interculturality and
criticality. The author pushes for professionals in the field of
language education and intercultural communication to examine their
ideological positionings since interculturality is “highly
ideological” (p.63). Approaches that support critical interculturality
are also revisited.
Chapter 5 Language, Languages, Plurilingual Education by
Polzin-Haumann covers basic concepts related to language use and
language acquisition; it also reviews relevant research work and how
this influences language teaching and learning in Germany (and
Europe).
Chapter 6 by Fenyvesi and Bakró-Nagy focuses on Endangered Languages
and Language Revitalization. The chapter defines endangered languages
and uncovers issues in language revitalization, language planning and
teacher training with a focus on Uralic languages. Importantly, the
authors emphasize that the digital world might become another place
where endangered languages are displaced, and therefore more attention
is needed to support these languages.
Chapter 7 by Romanowski and Karras focuses on the notion of lingua
franca (LF). It outlines languages that served as LFs in different
parts of the world from past to present, with a special focus on
English, the current LF.
Chapter 8 Language Comparison in Plurilingual Learning and Processing
by Müller-Lancé explores language comparisons, factors that facilitate
such practice and how heritage languages could play a role in learning
a foreign language.
Chapter 9 Rethinking Code-Switching and Translanguaging as Language
Management Strategies in the Dynamic Model of Multilingualism by
Jessner et al. starts with defining two main concepts. The authors
propose rethinking these concepts as “language management strategies”
from a dynamic model of multilingualism (DMM) lens in language
planning and language policy.
Chapter 10, Multimodality and Trans-Semiotics by Mastin Prinsloo
provides an overview of multimodality as a research area and how it
has inspired other work in translanguaging and trans-semiotics.
Chapter 11 Language and Nation Building by Matínez-Prieto presents
different theoretical tools for understanding how language and nation
are constructed, including Gramci’s and Anzaldúa’s work. The author
argues that nation building is ideologically constructed and schools
play an important role in promoting national homogenization and
monolingualism. Citizens are “exposed to transnational, transcultural
and translingual ideologies which impact their linguistic choice”
(p.163)
Chapter 12 Language Policy and Planning: A Focus on ASEAN and EU
Contexts by Lee presents dominant ideologies affecting language policy
and planning in these two groups of nations which often lead to the
dominance of English in foreign language education as well as other
problems when promoting English at the expense of other languages.
Chapter 13, by De Costa et al., is titled Critical Approaches to World
Englishes (WE). The authors posit that WE could be an umbrella term
for ELF, EIL, and an intercultural perspective to language teaching.
More importantly, they delineate what critical approaches to WE means
and argue that translanguaging is the reality for
multilinguals/plurilinguals.
Chapter 14, Issues of Equity and Access in Foreign Language Education
by Davidson presents an overview of equity and access in the US
context, highlighting challenges at the curriculum and program levels
as well as those experienced by the students. Implications for teacher
training and for policy are provided
Chapter 15, Plurialingual language policies and teaching approaches in
higher education, by Cenoz and Gorter, details the ubiquity of English
as a Medium of Instruction (EMI) education in higher education as well
as challenges that come with it. Importantly, the authors point out
social (in)justice issues to be addressed including unequal learning
opportunities or linguistic imperialism. Cenoz and Gorter articulate
the benefit of translanguaging practices for striving toward
multilingualism in higher education contexts. Future research, they
suggest, should investigate the content aspect of EMI as well as how
different translanguaging pedagogies might yield varied results.
Chapter 16 by Fäcke titled Intercultural Discourses between
Universalism and Particularism. Fäcke provides a useful account of
different lenses that have been used to scrutinize culture(s). The
author also presents pitfalls with each view while advocating for
reflecting on what they call the meta-narratives that shape societies
and individual worldviews. Such pitfalls include cultural essentialism
and cultural appropriation. Becoming aware of one’s own attitudes and
what shapes them is crucial in dodging the pitfalls.
Chapter 17: Transculturality (Revisited), written by Werner Delanoy,
deals with transculturality and related approaches such as
interculturality, cosmopolitanism, global citizenship education, and
(critical) posthumanism. The chapter describes each approach and how
they might differ from the transculturality lens. The author’s view is
that transculturality is not the only perspective that matters. On the
contrary, it is necessary to combine these different perspectives to
overcome the limitations of individual theories
Chapter 18: Assessing Intercultural Competence by Paula Garrett-Rucks
focuses on dominant intercultural competence (IC) theories, presents
findings on the use of such theories according to research before
describing IC assessment guidelines from various organizations. IC
models by Byram and Bennet are discussed. The author points out that
both frameworks are valuable yet fail to recognize the importance of
learner’s language competence. Garrett-Rucks supports centering
assessing language proficiency in IC assessment.
Chapter 19 Intercultural Education through Literature by Ana Gonçalves
Matos discusses the role of literary reading in foreign language
education, and particularly in relation to intercultural competence.
The author convincingly argues for the importance of reading to the
development of the ability to think critically and to engage as world
citizens, to understand and empathize. The chapter highlights some
implications for teaching foreign languages through literature in ways
that turn the classrooms into spaces of “disquietness” where students
question, reflect, and construct meanings.
Chapter 20 Intercultural Learning in Preschool and Primary School
Contexts by Yuko Goto Butler and Shiyu Jiang seeks a better
conceptualization of “age-appropriate intercultural learning” since
prominent models often neglect the unique needs and characteristics of
children. Existing research on intercultural learning for young
learners (YLs) focuses on appreciating different cultures and
developing global citizenship. To teach intercultural competence, an
inquiry-based curriculum featuring global literature and centering
children’s voices is crucial. Collaboration among schools is also
vital. Teachers need training and support to effectively teach in
multilingual and multicultural contexts.
In Chapter 21, Wagner and Galvez write about Intercultural Learning in
Secondary School Contexts and in Adult Education. The authors review
intercultural frameworks as well as provide examples of curricula that
use such frameworks. They seek answers to questions regarding how
educators can help students engage in solving social issues, how
language education plays a role in this process, how language
education can develop their sense of themselves and respect for the
identities of others, and how to evaluate student learning.
Chapter 22 is titled Linguistics and Cultural Mediation by Liddicoat
and Derivry-Plard. As the title suggests, mediation is the central
concept. The authors detail teachers’ roles as intercultural mediators
and learners’ role as mediators in the making. They end by suggesting
future directions for research, specifically work that explores
criticality, interculturality and reflexivity.
Chapter 23 Didactics of Plurilingualism- A European View by Michel
Candelier and Jean-François De Pietre discuses two facets of Didactics
of Plurilingualism (DP), its benefits and three main approaches that
fall under the umbrella of DP, namely Awakening to Languages,
Integrated Didactic Approaches to Languages, and Teaching
Intercomprehension between Related Languages. Challenges in
implementing DP as well as solutions are also included.
Chapter 24 by Angelica Galante titled Plurilingual and Pluricultural
Competence: Origins, Current Trends, and Future Directions is a well
written chapter tracing the history of plurilingual and pluricultural
competence (PCC), three main PCC descriptors, how PPC is taken up in
research and language education as well as pedagogical implications
and suggestions for further studies.
Chapter 25 addresses Plurilingual Assessment. Bovino and Velásquez
start with key issues in plurilingualism and go on to detail
plurilingual assessment. The authors acknowledge challenges when it
comes to evaluating multilingual repertoires and describe two main
ways that assessment has been conducted (analytical and holistic)
Chapter 26 Many Languages—One Curriculum by Hufeisen and Marx is about
the teaching of multiple languages in one curriculum and
considerations for designing such a curriculum. They highlight
Hufeisen’s plurilingual curriculum prototype implemented in Germany.
The model incorporates teaching languages and
content-language-integrated language teaching and could be useful for
policy makers and educators alike.
Chapter 27 Using Telecollaboration to Prepare Teacher Candidates for
Plurilingual Students by Üzű et al. introduces a project that allows
pre- and in-service teachers in the US and in Türkiye to reflect on
social justice issues and to develop their identity as teachers in
plurilingual classrooms. This is the first empirical research in this
volume but details were not provided. Readers are invited to read more
in another publication. The Appendix is helpful for teacher educators
who are interested in recreating similar experiences.
Chapter 28 Teaching Intercomprehension and Foreign Language Learning
Competence by Jochen Strathmann covers the use of intercomprehension
in Europe. The chapter discusses methods of teaching, testing and
assessment as well as challenges faced by students and teachers. The
chapter also covers intercomprehension projects in Europe.
Chapter 29 Teaching and Learning Materials to Foster Plurilingualism
by Rückl emphasizes the role of textbooks for teaching in plurilingual
contexts. The chapter indicates the lack of research on plurilingual
teaching materials as well as the textbooks themselves.
Solutions/suggestions were provided alongside a list of materials and
initiatives that promote plurilingualism.
Chapter 30 by Gao and Wang is titled Intercultural and Plurilingual
Aspects in Language. Gao and Wang propose that the Douglas Fir Group
framework can guide teacher education. They argue that teacher
education should address the deficit discourse regarding multilingual
individuals and expand teachers’ understanding of teaching and
learning, particularly in utilizing plurilingual and pluricultural
resources to foster learners’ agency.
Chapter 31, “Teaching Plurilingualism,” authored by Christian
Ollivier, presents the primary approaches to plurilingual education.
One approach emphasizes the preservation of existing plurilingualism,
while the other focuses on assisting students in acquiring additional
languages. (p.445) Ollivier comprehensively addresses pedagogies
within each category, providing readers with a concise overview of the
current state of the field.
In Chapter 32, “Teaching Intercultural Sensitivity and Competence,”
Narafshan provides a historical overview of intercultural
communication as a field. Subsequently, the author delineates
intercultural competence and intercultural sensitivity, followed by
practical principles for effectively implementing intercultural
sensitivity in educational settings.
Chapter 33, entitled “Plurilingual Learning Competence,” delves into
the situatedness of learning. Martinez discusses the paradigm shift
that influences our perception of the term and emphasizes the
significance of fostering students’ reflective abilities and employing
plurilingual strategies.
In Chapter 34, “Doing Language and Gender in the Classroom: Teaching
toward Justice,” Kris Aric Knisely posits that language is a verb and
languaging is a process of enacting gender identities. The author
argues that transitioning from cislingualism to gender-just language
education necessitates questioning cisgender normativity and fostering
the development of “reflexivity, relationality, and ethics of care”
among cisgender educators and all individuals. Gender-just pedagogies
entail questioning all norms, raising awareness about the LGBTQ+
community, treating individuals with respect and agency, creating a
platform for marginalized voices, and engaging with diverse
perspectives in a respectful manner.
In Chapter 35 titled “Methods and Motivations in Foreign Language
Teaching from Antiquity to the Present,” Simon Coffey delves into the
historical evolution of language learning and pedagogies. The chapter
identifies four pivotal themes that influence language instruction and
learning, highlighting the Western-centric perspective that has
predominantly shaped language education research.
Chapter 36 by Hu, titled “From Native Speaker to Intercultural
Plurilingual Speaker: About the Eventful History of Guiding Concepts
in Applied Linguistics and Foreign Language Pedagogy,” delves into the
evolution of the concept of “native speaker” which was initially
conceived as a purely theoretical linguistic notion introduced by
Chomsky. This concept faced criticism from Dell Hymes and other
applied linguists. Consequently, “the plurilingual and intercultural
speaker” emerged as a counter-concept, acknowledging individuals’
multilingualism. Hu further summarizes the current debates within
intercultural communication scholarship, particularly those
surrounding inter-, pluri-, and trans-communication (p.519).
The concluding chapter of the book, titled “Chapter 37: Critical
Applied Language/Linguistics Imaginings and Academic Legacies for a
Better World,” authored by Gertrude Tinker Sachs, serves as a fitting
final chapter. Tinker Sachs engages readers in envisioning the legacy
of applied linguistic research for future generations. She emphasizes
the importance of recognizing and addressing one’s own positionalities
in the conduct of applied linguistic work. To illustrate these
concepts, Tinker Sachs presents five examples and their implications,
demonstrating how to approach equity, decolonize one’s practice,
engage with gender-just pedagogies, and develop critical
interculturality.
EVALUATION
This volume provides an ambitious and comprehensive overview of
intercultural and plurilingual language education. It succeeds in
mapping the field’s theoretical developments, key concepts, and
emerging areas of inquiry. The chapters consistently foreground the
fluid nature of language, culture, and identity as well as the crucial
role of criticality and reflection in teaching/researching
intercultural competence and plurilingualism. These themes are timely
and relevant, particularly in light of current sociopolitical tensions
and educational challenges in contexts like the U.S, where I am based.
Additionally, the volume is well-organized and accessible, with
chapters following a consistent structure and maintaining a concise
length that enhances readability.
The collection is valuable for researchers, policy makers, and
professionals in the field. It is especially helpful for graduate
students who are either new to the field or seeking to situate their
work within the broader landscape of plurilingualism/intercultural
language education. In my view, its most significant contribution lies
in foregrounding theoretical debates in plurilingual and intercultural
language education, while also engaging with practical considerations.
Notably, the volume advances conversations around plurilingualism - an
area still relatively underexplored among North American scholars and
practitioners. It offers robust critiques of monolingualism,
native-speakerism, and cultural essentialism while advocating for
diversity, equity, social justice, and inclusion. It emphasizes the
importance of valuing and making use of students’
multilingual/plurilingual repertoires. I particularly value the
discussions on Indigenous languages, gender, and decolonial
approaches, which both resonate with my own research interests and
enrich my intellectual perspective.
That said, readers seeking immediate pedagogical applications may find
fewer tangible takeaways,unless they choose to delve into the
references cited in each chapter. While some chapters (e.g., Chapters
13, 19, and 27) provide useful models and practice-oriented
suggestions, many focus primarily on conceptual frameworks and
research synthesis. To enhance its appeal for educators and teacher
trainers, the addition of more practitioner-focused content or a
supplementary volume dedicated to applied teaching strategies would be
a welcome complement.
The geographic imbalance is also worth noting, as the editors
themselves point out in the introduction. Despite efforts to include
diverse perspectives, most contributions reflect Global North
experiences, especially from Europe and North America, with few
examples from other contexts. Broader inclusion of scholarship,
especially from other Global South contexts, would strengthen the
volume’s global reach and relevance.
One area where the volume could offer more sustained engagement is in
the intersection of heritage language education (HLE), intercultural
competence, and plurilingualism. While these fields are closely
related, especially in multilingual societies with growing heritage
language communities, the volume does not consistently address how
heritage language learners negotiate cultural identity, linguistic
legitimacy, or how critical reflection could be fostered in HLE.
Nonetheless, a comprehensive handbook on plurilingual and
intercultural language education is an important and commendable
achievement. As a reference work, the handbook creates space for
reimagining language education as pluralistic, critically informed,
and socially responsive. It sets a high standard for future
scholarship and serves as a valuable touchstone for those committed to
transforming language learning and teaching in increasingly complex,
multilingual worlds.
REFERENCES
Fäcke, C., Gao, X., & Garrett-Rucks, P. (Eds.). (2025). The handbook
of plurilingual and intercultural language learning. Wiley Blackwell.
ABOUT THE REVIEWER
Ha Nguyen is an Assistant Teaching Professor of Vietnamese at the
University of Washington. She holds a Ph.D. in Second Language Studies
from the University of Hawaiʻi at Mānoa (UHM), where she taught
undergraduate courses such as Sociolinguistics of Multilingualism and
Learning Languages and Communicating Interculturally in a Globalized
World. She is interested in using discourse analysis to examine topics
in heritage language education, linguistic landscapes, and alternative
epistemologies, particularly those informed by critical and decolonial
perspectives.



------------------------------------------------------------------------------

********************** LINGUIST List Support ***********************
Please consider donating to the Linguist List, a U.S. 501(c)(3) not for profit organization:

https://www.paypal.com/donate/?hosted_button_id=87C2AXTVC4PP8

LINGUIST List is supported by the following publishers:

Bloomsbury Publishing http://www.bloomsbury.com/uk/

Cascadilla Press http://www.cascadilla.com/

Edinburgh University Press http://www.edinburghuniversitypress.com

John Benjamins http://www.benjamins.com/

Language Science Press http://langsci-press.org

MIT Press http://mitpress.mit.edu/

Multilingual Matters http://www.multilingual-matters.com/

Narr Francke Attempto Verlag GmbH + Co. KG http://www.narr.de/

Netherlands Graduate School of Linguistics / Landelijke (LOT) http://www.lotpublications.nl/

Peter Lang AG http://www.peterlang.com


----------------------------------------------------------
LINGUIST List: Vol-36-2419
----------------------------------------------------------